选题理由
Chinese characters, as a morpheme-syllable writing system, play a crucial role in the acquisition of the Chinese language They encapsulate semantic, phonetic, and even grammatical information Consequently, there has been a growing focus on the teaching of Chinese characters in recent years within Chinese language education.
In the process of learning Chinese, there are four key teaching aspects: phonetics, grammar, vocabulary, and writing Among these, writing Chinese characters is considered the most challenging and presents the greatest obstacle for learners, particularly for those whose native language uses a phonetic script, such as Vietnamese students These learners often struggle with writing errors due to the complexity of Chinese characters, which are difficult to write, memorize, and recognize Unlike phonetics, grammar, and vocabulary, the importance of mastering Chinese characters is often overlooked in second language acquisition For instance, teachers frequently correct pronunciation and vocabulary errors during class, but they seldom assist students in rectifying writing mistakes, leaving them to self-correct after class Additionally, the convenience of typing on computers leads students to believe that mastering pinyin and character recognition can substitute for actual writing skills These factors contribute to frequent writing errors among Vietnamese students, especially those at the beginner level.
In the teaching process, I have found that mastering components, radicals, and phonetics is more crucial than simply learning stroke order for understanding Chinese characters My research indicates that students in the foundational stage spend significant time memorizing characters upon first encountering the language, yet the results are often unsatisfactory Many students struggle to pass exams, primarily due to difficulties with Chinese characters, which hinders their development in listening, speaking, reading, and writing skills Therefore, a student's proficiency in Chinese characters directly impacts their overall language competence Addressing the challenges of teaching Chinese characters is a vital area for educators to explore.
Due to the reasons mentioned above, I have chosen "Analysis of Vietnamese Students' Errors in Chinese Character Writing at the Primary Level" as the topic for my master's thesis.
研究目的
The aim of this research paper is to enhance the quality of Chinese character instruction at the primary level in Vietnam It specifically focuses on identifying common misconceptions in the teaching and learning of Chinese characters, proposing effective solutions, and inspiring learners to connect language with culture.
Combining recognition and writing of Chinese characters can enhance learners' interest in Chinese language classes while alleviating the pressure associated with learning these characters Additionally, this paper aims to provide a valuable reference for Chinese language teaching in Vietnam.
为了达到上述目的，本文要完成以下几项任务：
- 对有关汉字、汉字教学的相关理论基础进行综述
This article examines the current state of Chinese character instruction at the primary level in Vietnam, highlighting prevalent errors in teaching methods and identifying their underlying causes through statistical analysis.
- 经考察结果及偏误成因分析提出解决办法及教学对策。
研究对象及范围
This article focuses on the teaching of Chinese characters at the primary level in Vietnam It examines the perspectives of Chinese language teachers and students from various institutions, including the Department of Chinese Language and Culture at the National University of Foreign Languages, Hai Phong University, the affiliated secondary schools of Thai Nguyen University, and the Foreign Languages and Tourism Department at Hong Bang International University.
This paper examines both the teaching and learning of Chinese characters, focusing on the current state of character instruction by Chinese language teachers and the learning experiences of students The goal is to gather comprehensive and solid evidence for a more thorough understanding of these aspects.
研究方法
This paper focuses on the errors in Chinese character teaching, primarily utilizing error analysis methods It integrates theories from interlanguage and error analysis, along with studies on the nature of Chinese character writing Based on an analysis of relevant data, the research employs statistical, descriptive, comparative, and error analysis methods.
To obtain reliable evidence, I employed a multi-faceted research approach during the actual investigation, which included attending classes, conducting interviews, recording observations, and administering surveys Additionally, I collected over 100 samples of students' assignments and Chinese character practice books for examination.
论文结构
This paper is structured into three main chapters, in addition to the introduction, conclusion, table of contents, appendices, and references The first chapter provides an overview of Chinese characters and the analysis of errors.
Chapter 2 examines the current state of Chinese character instruction at the beginner level in Vietnam, highlighting prevalent errors and challenges Chapter 3 proposes strategies to enhance the quality of Chinese character teaching for beginners in Vietnam, focusing on effective methodologies and best practices to improve learning outcomes.
汉字与偏误分析概论
汉字概说
1.1.1 汉字的定义
Chinese characters are a written communication tool independently created by the Han people to meet their communication needs during long-term labor and social practices While spoken language is ephemeral and constrained by time and space, written language transcends these limitations, broadening the scope of communication The emergence and application of writing in documenting literature mark a significant transition into the civilized era for humanity With language, humans evolved from apes, separating from the animal kingdom; with writing, they transitioned from prehistory to recorded history, moving away from barbarism.
Chinese characters are the oldest writing system in the world, having endured for thousands of years Unlike other ancient scripts, such as Egyptian hieroglyphs and Mesopotamian cuneiform, which vanished over 2,000 years ago and are now historical relics, Chinese characters have been passed down through generations, remaining vibrant and relevant throughout history.
Chinese characters are an ideographic writing system that records the Chinese language, composed of radicals The shapes, sounds, and meanings of these characters are closely interconnected Some scholars argue that Chinese characters function as morphemes Initially, Chinese characters were highly pictographic, but over time, through development and reform, they have become more linear and detached from their original representations of objects.
1.1.2 汉字的构字法
Chinese characters belong to an ideographic writing system, where the shape and meaning of the characters are closely related A correct analysis of the structural forms of Chinese characters significantly aids in understanding their original and extended meanings, especially when reading ancient cultural texts The concept of "Six Principles" is essential when discussing the structure of Chinese characters These principles were formulated by earlier scholars to categorize the structural analysis of Chinese characters, with the term "Six Principles" first appearing in the "Rites of Zhou."
The concept of "Six Writings" first appeared in Liu Xin's "Seven Summaries" during the Western Han Dynasty The analysis of Chinese characters through the lens of the "Six Writings" originated with ancient scholars of Han dynasty classical texts.
② 《现代汉语词典》商务印书馆 2004 年
③ 刘志成《汉字学》天地出版社 2001 年
In Chinese history, there are numerous interpretations of the "Six Writings," yet most scholars have historically referenced the terminology established by Xu Shen during the Eastern Han dynasty In his work, "Shuo Wen Jie Zi," Xu Shen outlines these six categories: first, "indicating meaning"; second, "pictographs"; third, "phonetic symbols"; fourth, "compound ideographs"; fifth, "mutual borrowing"; and sixth, "loan characters."
The significance of the "Six Writings" lies in the detailed explanations provided for each term, alongside the foundational work on Chinese characters, "Shuowen Jiezi." The order of these writings follows Ban Gu's classification, reflecting the evolution of Chinese characters from pictographs Pictographs, indicative of the close relationship between imagery and the written form, are placed first, while phonetic compounds, developed from pictographs, are positioned next, aligning with the progression from ideographic to phonetic writing Borrowed characters, which only share phonetic similarities without any connection to meaning, are listed last This logical arrangement has led to the widely accepted order and nomenclature of the "Six Writings": Pictographs, Indicatives, Associative Compounds, Phonetic Compounds, Transfer, and Borrowed Characters.
The "Six Writings" (六书) are principles derived from the structural analysis of Chinese characters by ancient scholars, rather than rules that guided the original creation of these characters Ban Gu, a notable historian, emphasized this distinction in his works.
The "Six Arts" mentioned in the "Han Shu: Yiwen Zhi" refers to the foundational principles of Chinese character creation, but this definition lacks precision In reality, the methods of creating characters are based on pictographs, ideographs, associative compounds, and phonetic components Conversely, the techniques of mutual annotation and borrowing do not generate new characters; they merely represent methods of using existing characters without altering the structure of Chinese writing.
Pictographs are ancient Chinese characters that visually represent tangible objects, capturing their shapes in a simplified manner For example, the characters for "sun" (日) and "moon" (月) resemble a bright red sun and a crescent moon in the sky, respectively Similarly, the character for "mountain" (山) reflects the varying heights of mountain ranges, while "water" (水) depicts the flowing forms of rivers and streams.
The definition and examples of pictographs are easy to understand, but two important points must be clarified Firstly, some believe that pictographs have the advantage of "knowing meaning through form and sound through meaning," which is a misunderstanding It is essential to recognize that thought and language are inseparable; thus, even the most pictorial pictographs must be pronounced through language to convey their concepts The notion of "knowing sound through form" essentially separates language from thought Secondly, since pictographs
字要符合“画成其物，随体诘诎”的要求，这种造字法就必然有很大的局限
性。不仅书写麻烦，而且形体也往往不统一。所以，在汉字的发展过程中，
The pictographic method of character formation is increasingly at a disadvantage compared to various other methods, ultimately being replaced by the phonetic-meaning method, which produces the most characters.
In his work "Shuowen Jiezi," Xu Shen explains that指事, or "pictographs," are symbols that can be recognized at first glance and understood upon closer inspection, exemplified by characters like "上" (up) and "下" (down) These characters illustrate the concept of visual representation in language, where initial recognition leads to deeper comprehension of meaning.
The term "下" refers to the concept of a character, yet this definition is quite vague The renowned Qing Dynasty linguist Wang Jun stated that if a character can be recognized at a glance, it is akin to pictograms, while understanding its meaning requires closer examination, resembling associative meanings This perspective is echoed in the "Shuowen Jiezi," which elaborates on the significance of character interpretation.
The understanding of "indicative characters" has historically varied significantly; however, most people believe that these characters are a type of writing that builds upon pictographs by adding indicative symbols for clarification.
中介语理论
1.2.1 中介语的概念
Interlanguage refers to the unique linguistic system that second language learners develop as they acquire a new language This system emerges through specific learning strategies and is influenced by the input from the target language It is characterized by features that are distinct from both the learner's first language and the target language itself.
Interlanguage, a dynamic language system that evolves towards the target language as learning progresses, was introduced by American linguist Larry Selinker in 1969 His influential 1972 paper, "Interlanguage," sought to explore the language systems and acquisition patterns of second language learners, marking a significant milestone in second language acquisition research The Interlanguage Theory posits that this transitional language, constructed by learners, exists between their native language and the target language, undergoing continuous development and gradually aligning with the target language Selinker's theory highlights three critical aspects of second language learning: (1) the cognitive processes involved in constructing interlanguage, (2) the nature of the interlanguage knowledge system, and (3) the reasons why many second language learners struggle to achieve full proficiency in the target language.
The study of interlanguage aims to uncover the patterns of natural foreign language acquisition, providing a theoretical foundation for the selection, organization, and arrangement of teaching materials in the classroom Therefore, it is essential to apply the findings of interlanguage theory to second language instruction.
1.2.2 中介语的性质
The essence of interlanguage has been traditionally viewed as a distinct and independent language system that differs from both the learner's native language and the target language This perspective posits the existence of an interlanguage system alongside these two, which Corder describes as a dialect of the target language, highlighting its dynamic and developmental transitional nature Similarly, Nemser characterizes the interlanguage system as an approximative system that continuously moves closer to the target language, emphasizing its progressive development towards fluency.
Selinker 强调的是中介语作为一种“语言”的系统自主性。三位学者的理论假设
反映了他们不同的观察视点。 ①
The early theories of interlanguage widely acknowledged its systematic nature Corder categorized learner errors into systematic and non-systematic errors, indicating that systematic errors reflect the learner's internal framework, thus affirming the systematicity of their language system Nemser posited that the learner's approximate system possesses an "internal structure," suggesting inherent consistency within this system Selinker argued that learner speech behavior, grounded in potential psychological structures, is predictable, with common underlying processes such as native language transfer and rule generalization being prevalent and systematic Therefore, the systematicity of interlanguage remains an uncontested aspect.
The dynamic and open characteristics of interlanguage are highlighted by two distinct theories Adjemian introduces the concept of "permeability," suggesting that interlanguage is adaptable and influenced by various factors Meanwhile, Corder emphasizes the "transitional" nature of interlanguage, indicating that it is a fluid and evolving stage in language acquisition.
点。按照 Adjemian（1976）的观点，中介语的可渗透性特征主要表现在两个
The influence of the native language on the interlanguage system is characterized by the "invasion" of native language rules, while the generalization of target language rules is marked by their distortion or deformation Corder refers to the learner's language system as a "transitional competence" system, emphasizing that this rule system is not static Learners progressively update this system based on continuous testing of their hypotheses about target language rules, facilitating their transition to the target language system.
（4）关于“僵化”现象产生的心理机制
Selinker 认为，只有 5%的第二语言学习者可以达到与母语使用者相同的
Most adult learners of a second language experience a phenomenon known as "backsliding," where previously made errors resurface, indicating a rigidity in their language acquisition process This rigidity is a unique characteristic of second language learning, leading to the question of why many adults cannot achieve language proficiency comparable to native speakers The essence of this issue lies in understanding the psychological mechanisms behind this rigidity Selinker suggests that this rigidity stems from what he calls the latent psychological structure Successful learners are those who effectively navigate these psychological challenges.
① 吕必松 《论汉语中介语的研究》 2000 年
After the critical period, adults often struggle to activate the specific language acquisition mechanisms, relying instead on general cognitive structures as described by Selinker This limitation in potential psychological frameworks prevents most learners from reaching the final stages of language mastery, leading to a stagnation in their learning process.
（5）关于学习者如何建构中介语系统
Corder 与 Selinker有关这一问题的假设有所不同。Selinke 提出，学习者
In the process of constructing interlanguage, several key strategies are employed: language transfer, the transition of target language rules, training transfer (acquiring specific rules through teaching), second language learning strategies, and second language communication strategies.
Corder posits that the construction of an interlanguage system occurs through the formulation and testing of hypotheses This process involves the use of verbs to explore and validate linguistic assumptions, allowing learners to develop their language skills progressively By engaging in this hypothesis-driven approach, individuals can refine their understanding of language structures and improve their overall proficiency.
When learners encounter several past tense verbs, they often form a hypothesis that the past tense is consistently created by adding the suffix "ed" to verbs When exceptions arise, learners test and revise their original hypothesis, leading to the establishment of accurate grammatical rules Corder's perspective highlights the operational process and learning strategies involved in constructing a transitional system, illustrating the dynamic and transitional nature of learners' language systems This hypothesis has become a fundamental viewpoint supporting early interlanguage theory.
1.2.3 中介语对外语教学的启示
The purpose of interlanguage research is to identify the patterns in the natural acquisition process of foreign languages, providing a theoretical basis for selecting, organizing, and arranging teaching materials To clarify the implications of interlanguage theory for foreign language instruction, it is essential to distinguish the stages of interlanguage development Corder categorizes errors in interlanguage into three stages: pre-systematic, systematic, and post-systematic Pre-systematic errors occur when learners have a communicative intention but lack the means to express it, leading them to hastily rely on known language resources For instance, a student might respond to the question, "Is this text difficult?" by saying, "There are many words I don't recognize," when they actually intend to say, "There are many words I can't understand." At this stage, the learner is often unaware of their incorrect expression and unable to self-correct, necessitating the teacher's intervention for clarification and correction.
① 吕必松 《论汉语中介语的研究》 2000 年
② 吕必松 《论汉语中介语的研究》 2000 年
Learners often make errors due to incomplete understanding, even after developing systematic rules during the internalization process For instance, a student correctly uses "experience" in the context of practical knowledge, saying, "I have a lot of experience fixing computers." However, they incorrectly state, "I should learn from my experience after doing poorly on the exam," as "experience" typically refers to beneficial knowledge gained from success, while lessons learned from failure should be termed "lessons." This highlights the significant responsibility of teachers to provide accurate and detailed explanations of grammatical points, using various examples to clarify the different syntactic relationships and usage of terms Errors that arise post-systematization are often due to learners not yet forming habits, and they can usually explain and correct these mistakes themselves In teaching, it's essential to analyze the learner's current stage before correcting errors, tailoring strategies accordingly; for students who have reached a systematic level, teachers can focus on guiding rather than extensive correction, as these learners are capable of self-correction and explanation.
Due to the persistence and recurrence of interlanguage errors, it is important not to assume that correction will be a one-time solution Instead of losing confidence in learners who repeatedly make mistakes in certain language points, we should recognize their progress and development Moreover, it is essential to differentiate between individual and common errors, as we need to address the typical mistakes made by most students at a given stage while also providing personalized corrections to avoid overlooking significant errors in individual learners.
偏误分析概说
1.3.1 偏误的概念
In the process of language acquisition, both first and second language learners, regardless of age, inevitably make errors Renowned British applied linguist Corder (1967:20) noted that "errors will occur no matter how hard we try." He argued that these errors arise from learners not fully mastering and internalizing language rules, leading to deviations from the target language, which falls under the category of language competence In contrast, mistakes occur due to factors such as lack of attention, insufficient automation of language rules, or memory issues, categorizing them within language performance In this context, Corder's concepts of "errors" and "mistakes" align with Chomsky's notions of "language performance" and "language competence." Mistakes reflect failures in learners' speech acts, while errors indicate deficiencies in their linguistic abilities Currently, there is significant academic research on error theory, which is widely recognized in the field of foreign language teaching.
1.3.2 偏误的种类
Errors can be classified from various perspectives According to Corder, based on the development process of interlanguage, errors are categorized into three types.
Pre-systematic errors refer to mistakes made by learners before they fully grasp the rules and systems of the target language During this exploratory phase, learners often exhibit a higher frequency of errors as they navigate the complexities of the new language.
Systematic errors refer to the consistent mistakes made by learners during the process of acquiring a second language As they gradually discover and internalize the rules and systems of the target language, they often struggle to apply these rules correctly, leading to identifiable patterns of errors.
Post-systematic errors refer to mistakes that occur after the language system has been established in the learner's mind At this stage, learners generally have a solid understanding of language rules and can apply them correctly However, occasional errors may still arise, leading to inaccuracies in their language use.
1.3.3 偏误的来源：
Native language interference occurs when learners rely on their mother tongue knowledge due to unfamiliarity with the rules of the target language As a result, learners from the same native language background often exhibit similar types of errors.
The phenomenon of negative transfer in target language knowledge occurs when learners inappropriately apply their limited and insufficient understanding of the target language through analogy, leading to errors This is also referred to as overgeneralization.
Cultural factors can negatively influence language migration, leading to errors not solely rooted in the language itself but also arising from cultural differences These discrepancies can manifest as mistakes in language forms or in the usage of the language.
The impact of learning strategies and communication strategies is significant in the process of acquiring a target language Learners face challenges and actively seek solutions, but certain learning strategies can lead to errors, such as transfer, overgeneralization, and simplification Additionally, communication strategies that contribute to mistakes include avoidance and language switching.
The influence of the learning environment encompasses external factors that can lead to errors in understanding, such as insufficiently rigorous explanations and guidance from teachers, as well as poorly organized教材 These elements can significantly impact the effectiveness of the learning experience.
Language training transfer often results from the teaching methods employed by educators, where certain elements of "interlanguage" emerge due to repetitive mechanical training during instruction.
1.3.4 对待偏误的态度：
Understanding the nature of errors is essential in second language acquisition, as they are a normal part of the learning process Learners develop their language skills by continuously overcoming these errors throughout their journey.
By employing contrastive analysis and error analysis, educators can anticipate potential learner errors and their sources This proactive approach allows teachers to take charge during the instructional process, providing accurate demonstrations from the outset to ensure that learners acquire the correct knowledge effectively.
To effectively correct learners' errors, it is essential to adopt a correct and scientific attitude towards error correction The most effective approach is to encourage students to discover and rectify their mistakes independently.
1.3.5.偏误理论对语言发展的教学启示
Since the 1960s, error theory, particularly interlanguage theory, has been widely utilized in foreign language teaching to analyze and explain errors that arise during language development According to Lü Bisong (1992), interlanguage research can serve as a breakthrough in language learning theory and can stimulate further studies in error analysis and contrastive analysis Integrating error analysis and contrastive analysis with interlanguage analysis is not only essential for linguistic and psychological research but also holds significant importance for language teaching.
对外汉字教学概说
For a long time, teaching Chinese characters to foreign students has been a crucial aspect of teaching Chinese as a foreign language This focus highlights the importance of effective character instruction in the overall process of language acquisition for non-native speakers.
The teaching of Chinese characters in foreign language education is currently in a subordinate position, with many institutions lacking independent courses on this subject Existing textbooks for teaching Chinese characters often fail to leverage the inherent characteristics of the characters, resulting in a passive introduction where difficult characters appear before easier ones At the intermediate level, traditional "Six Principles" of character recognition are frequently employed, neglecting modern research in Chinese character studies and the unique aspects of teaching characters to non-native speakers Additionally, many educators involved in teaching Chinese characters have not received specialized training, lack knowledge in comparing phonetic scripts with Chinese characters, and are unaware of effective practices and experiences from other countries They often also lack essential practical experience in literacy instruction.
The academic community has invested insufficient human and material resources in the scientific research of Chinese characters and their teaching, resulting in limited outcomes This lack of focus on teaching Chinese characters has significantly impacted the overall development of teaching Chinese as a foreign language.
1.4.1 对外汉字教学特点与难点
The target audience for teaching Chinese characters consists of foreign students who typically have little to no prior knowledge about them For those who do possess some understanding, it often stems from a sense of mystery and apprehension surrounding Chinese characters Additionally, some students may have misconceptions, mistakenly believing that contemporary Chinese characters are still pictographs or ideograms Children grow up within specific cultural contexts that shape their thinking and behavior patterns, with early education playing a crucial role in developing a conceptual and symbolic system suited to their social and cultural environment Foreign students primarily acquire their literacy skills and knowledge through learning and using phonetic scripts.
The article explores the internal structure and external forms of symbolic systems, as well as the methods for combining fundamental units of writing.
All of these belong to the pinyin writing system, and the knowledge and skills associated with this system will consistently manifest themselves.
The target audience consists of adults who possess only basic knowledge and skills in pinyin, and have little to no understanding of the Chinese language and characters Additionally, these individuals are largely unfamiliar with both traditional and modern Chinese culture.
Students in this group exhibit weaker memory skills compared to their Chinese counterparts, and their literacy environment is not as rich or supportive as that of Chinese students.
①刘珣 , 品牌《实用汉语课本》北京语言大学出版社 2007 年
Growing up immersed in the world of Chinese characters, many individuals develop a strong understanding of the language, leading to higher literacy skills and cultural awareness.
（2） 教学内容的特点与难点
（1）由于早期的汉字字形多从表形表意入手, 按造字的原理说, 外国学
Pictographs, ideographs, and indicative characters are generally easier to grasp in the study of Chinese characters However, after thousands of years of evolution, their forms have become more complex.
Chinese characters have lost their original pictographic and ideographic functions, evolving into symbols that neither convey meaning nor represent sounds effectively Consequently, these characters have become some of the most challenging for foreign students to learn Lacking a conceptual foundation, they provide no auditory cues or meaningful anchors, appearing to foreign learners as arbitrary combinations of intricate strokes.
多 又 是 常 用 字 和 构 字 能 力 很 强 的 部 件, 外 国 学 生 想 绕 也 绕 不 开 。 如:
“非”“言”“车”“且”“音”“戈”“辛”“丰”“火”“西”“虎”“立”“穴”“页”“米”“虫”“比”“歹
”“殳”“钅”“纟”“疒”等。
Most Chinese characters, whether originally or currently, serve to record both phonetic and semantic information This dual function has inherently contributed to the complexity of their structure The "Modern Chinese Common Character List" includes 7,000 characters with a total of 75,290 strokes, averaging 10.75 strokes per character Among these, characters with 9 to 11 strokes are the most prevalent, totaling 2,272 characters, which accounts for 33% of the total According to the "Chinese Character Information Dictionary," out of 7,785 characters, those composed of three components are the most common, numbering 3,139, which makes up 40.32% of the total Following this, characters with two components total 2,650, representing 34.04%, while those with four components amount to 1,276, or 16.39% Together, these three categories comprise 7,065 characters, contributing significantly to the overall statistics.
90.75%, 如:《汉语水平词汇与汉字等级大纲》所收甲级字“赢”,17笔, 由5个部
Chữ "警" ở cấp độ B có 19 nét và được cấu thành từ 5 bộ phận; chữ "躁" ở cấp độ C có 20 nét và gồm 6 bộ phận; chữ "囊" ở cấp độ D có 22 nét và cũng được tạo thành từ 6 bộ phận Những hình dạng chữ này thực sự giống như những hình ảnh khó vẽ đối với những sinh viên nước ngoài đã quen với các ký hiệu đơn giản như a, b, c, d.
（3） 汉字没有专用的记音符号。据有人统计, 《现代汉语通用字表》
5631 个形声结构的字中包含了1325个不同的音符( 声旁) 。在汉字中, 记录同
一音节的音符往往不止一个。如: 记录同一个yi 音节, 至少有“义”(议) 、
① 孙德金《对外汉字教学研究》 2006 年
② 刘志成《汉字学》 天地出版社 2001 年
Nhiều sinh viên nước ngoài gặp khó khăn trong việc hiểu tại sao một âm tiết lại có nhiều ký hiệu khác nhau để ghi lại, như các ký hiệu "夷", "台", "多", "贵", "疑" và "颐" Họ cũng không dễ dàng phân biệt được âm tiết "yi" nào nên được ghi bằng "义" và âm tiết nào nên dùng "夷" Do đó, hầu hết các ký hiệu này sẽ trở thành những dấu hiệu không mang tính biểu âm đối với sinh viên nước ngoài.
（4）据有人统计,《现代汉语通用字表》5631个形声结构的字中包含了
246个不同的意符( 形旁)。标注同一义类的意符往往不止一个,如:同属“吞咽食
In the category of "consumption," the actions "chew" and "drink" are represented by the semantic component "mouth," while "meal" and "beverage" utilize the component "food." Similarly, within the category of "visual contact with objects," "look" is associated with the component "eye," "see" with "sight," and "gaze" with "page." Foreign students often struggle to accurately analyze, summarize, and effectively utilize the rules for determining semantic components based on these categories.
（5）现代汉字的笔画种类多达二三十种( 张静贤:《现代汉字笔形论》
[ 1988] 分为基本笔形6种、派生笔形25 种)。不少笔形的区别度很小,如:“横折
斜钩”(“风”的第二笔) 、“横折弯钩”(“九”的第二笔) 与“横折弯”(“朵”的第二笔) ,
相关研究综述
多年来，对外汉语教学界同行在汉字教学的科研方面投入了较少，经过
《语言教学与研究》、《世界汉语教学》、《语言文字运用》等刊物以及
The compilation of research papers on Chinese character teaching in the "Selected Papers on the Study of Chinese Characters and Their Teaching" reveals several key focus areas.
The study of the relationship between Chinese language teaching and character instruction has garnered significant attention from experts They emphasize that character teaching is a crucial component of teaching Chinese as a foreign language, highlighting the reciprocal influence and mutual enhancement between character and language instruction This perspective underscores the importance of focusing on the "character" aspect and concludes that improving the quality of Chinese language teaching necessitates a deeper exploration of character education, as noted by Lü Bisong in his 1997 work on the subject.
In 1997, Li Da Zhu emphasized the importance of focusing on the unique characteristics of the Chinese language in his work on Chinese character teaching Similarly, Shi Ding Guo's research in the same year highlighted the significance of studying Chinese characters in the context of teaching Chinese as a foreign language.
The analysis of errors in learning Chinese characters is a relatively recent development, resulting in limited reviews on the subject Among the numerous studies on Chinese characters and their teaching, significant attention has been given to the research conducted by Chinese language educators on common misspellings Researchers have described, listed, and categorized writing errors, offering preliminary analyses of their causes and suggesting corrective methods Notable works include Xu Zhonghua's "Commonly Miswritten Characters," Chai Shisen's "Discussion on Misspelling Issues," Zhao Keqin's "Examples and Explanations of Misspellings," and Shen Runxiang's "Identification of Common Misspellings." Additionally, discussions on character standardization, such as Bo Yonghe's "Standardized Chinese Characters," and investigations into misspellings among children and students, like Dai Zhenqian's "Teaching and Learning Chinese Characters," have also contributed to the field.
Over the past two decades, the teaching of Chinese as a foreign language has increasingly focused on analyzing the writing errors made by international students In 1990, Wu Yingcheng's study on the relationship between writing errors and learning strategies among 30 Singaporean students revealed that the error rate for phonetic characters was significantly higher than for simple and compound characters, indicating that difficulties arising from phonetic similarities were greater than those from structural similarities In 1993, Du Tongde categorized various writing errors based on years of teaching experience, identifying issues such as radical confusion, transposition, omission, stroke addition or loss, deformation, structural misalignment, and homophonic errors, while also discussing their causes and correction methods Jiang Liping's 1998 analysis of the writing practices of 18 students highlighted common mistakes, and in 1999, Shi Zhengyu examined writing errors among students from approximately 30 countries using phonetic alphabets, concluding that misunderstandings of character meanings and confusion in word relationships contributed to these errors In 2000, Shi further emphasized the importance of stroke writing instruction for beginner students based on his analysis of writing errors among those using phonetic scripts.
1.5.2 在越南的研究情况
Vietnam is one of the research hubs for the Chinese language, with a rich history in teaching Mandarin As the popularity of learning Chinese in Vietnam continues to rise, there has been a significant increase in research and publications focused on the essence of Chinese characters and their instruction.
Notable works in the study of Chinese characters include Associate Professor Fan Yuhan's papers, "Research on Chinese Characters and Ancient Chinese Industry and Commerce" and "Research on Chinese Characters and Chinese Views on Life," along with various related articles published in professional journals These studies not only clarify the cultural significance of Chinese characters but also discuss their implications for teaching theory and practical classroom activities The volume of research on Chinese language teaching is increasing, highlighted by Li Chuncao's article on the current state and improvement of Chinese character instruction at the Hanoi National University This study examines the characteristics of Chinese characters, the current teaching status, and the writing practices of students at different levels, analyzing the causes of these conditions and proposing effective measures for enhancement Recently, Du Fangcao published a paper focusing on the teaching of Chinese characters among high school students from ethnic minorities in Ha Giang Province, exploring the current situation, underlying reasons, and suggesting strategies to improve the quality of Chinese character education in that region.
There is currently a lack of specialized and systematic research focused on the teaching and learning errors of Chinese characters among Vietnamese students, particularly at the beginner level This gap in existing literature is the primary reason the author has chosen this topic for their master's thesis.
Chinese characters, created by the Han people to meet communication needs during their long history of labor and social practice, are the oldest writing system in the world They serve as ideograms that record the Chinese language and are composed of radicals The relationship between a character's form, pronunciation, and meaning is closely intertwined For Vietnamese students, learning Chinese characters poses significant challenges, as there are fundamental differences between Vietnamese and Chinese writing systems, making both recognition and writing difficult.
In the process of language acquisition, both native and second language learners, regardless of age, inevitably encounter errors These errors can be classified from various perspectives According to Corder, errors can be categorized into three types based on the development of interlanguage: pre-systematic errors, systematic errors, and post-systematic errors.
The theory of errors offers significant insights for teaching Chinese as a foreign language It encourages educators to approach the errors that students make during their language development with understanding Errors are an essential aspect of the language acquisition process, reflecting the active and creative participation of learners Teachers should be adept at observing and analyzing these errors to gain a deeper understanding of students' language development.
At various stages of learning, practitioners may encounter weaknesses that require appropriate guidance During the phase where errors occur randomly, educators should adopt a tolerant approach, refraining from correcting mistakes or providing excessive explanations Instead, it is sufficient to indicate the correct expressions to students.
第一章对汉字相关理论与偏误理论做了综述，作为后面汉字教学实际考察与分析的基础，希望其考察与分析在相关理论的指导下更为可靠。
越南初级阶段汉字教学现状与偏误分析
越南初级阶段汉字教学的现状调查
To understand the current state of primary Chinese character teaching in Vietnam, the author designed a tailored survey based on previous research This survey was distributed to teachers and students at various institutions, including the Foreign Language University of Vietnam National University, Hai Phong University, Thai Nguyen University, and Hong Bang International University A total of 200 questionnaires were distributed to students, with 193 returned and 175 deemed valid Additionally, 12 questionnaires were distributed to Chinese language teachers instructing primary character courses, with all 12 returned as valid responses.
The article discusses a survey conducted with teachers regarding their teaching methods, opinions on challenges in teaching beginner Chinese characters, and the learning strategies they employ to enhance their knowledge of characters It also examines common character errors observed in students and whether teachers supplement their lessons with additional practice materials Additionally, the survey included a practical component where teachers were asked to write ten characters in the correct stroke order to assess their writing proficiency A parallel survey for students focused on their writing performance, understanding of the role of character lessons, difficulties faced in class, learning strategies, and suggestions for improving the effectiveness of character instruction Students were also asked to write five characters in the correct stroke order to evaluate their writing skills.
2.1.3 调查结果及分析
2.1.3.1 针对教师的问卷调查
To understand the common teaching methods used by teachers in elementary Chinese character classes, we conducted a survey asking, "What teaching methods do you commonly use when teaching Chinese characters?"
（回答该问题可以多选）调查结果的数据如下：
选项 选择人数 比例
独体字象形联想法 8 66．7%
独体字的笔画添加法 6 50%
合体字的析字法 12 100%
形声字归类分析法 4 33.3%
The survey results indicate that teachers of introductory Chinese character courses predominantly employ specific teaching methods: the analysis of compound characters, used by 100% of respondents; the pictorial association method for simple characters, utilized by 66.7%; the stroke addition method for simple characters, adopted by 50%; and the classification analysis method for phonetic characters, used by 33.3% Notably, no other teaching methods were selected This data reveals a significant emphasis on the analysis of compound characters and pictorial associations for simple characters, while the classification analysis of phonetic characters is undervalued This imbalance may hinder effective Chinese character instruction, particularly as phonetic characters have rapidly evolved over time, with historical records showing that in the Han Dynasty, phonetic characters constituted about 80% of the total characters documented.
24235 个，其中形声字 21343 个，约占总数的 88％；清代的《康熙字典》。
共收字 47035 个，其中形声字 42300个，约占总数的 90％。在现在通用的新
In simplified Chinese, the majority of characters are phonetic compounds Therefore, it is essential for educators to prioritize the analysis of phonetic compounds to enhance the effectiveness of Chinese character instruction.
To gain insights into the challenges faced by teachers of introductory Chinese character courses, we conducted a survey asking, "What do you believe are the issues present in beginner-level character teaching?" The results of the survey are as follows:
选项 选择人数 比例
教材里所出现的汉字太多 8 66．7%
汉字课的教学模式单一 10 83.3%
学生的学习动机不强 12 100%
教师的教学方法不灵活 8 66．7%
教师不够重视汉字教学 7 58.3%
学生不重视汉字学习 12 100%
① 刘志成《汉字学》天地出版社 2001 年
Survey results indicate that all teachers of beginner Chinese character courses recognize the most prevalent issues in Vietnamese Chinese character education at the beginner level, which include a lack of student motivation and a disregard for character learning Additionally, 83.3% of teachers noted that the teaching model for character courses is overly simplistic Furthermore, 66.7% of respondents pointed out that the excessive number of characters in the curriculum, along with inflexible teaching methods and insufficient emphasis on character instruction by teachers, are significant concerns, with respective acknowledgment at 66.7% and 58.3% This highlights a common awareness among teachers regarding the challenges in beginner-level Chinese character teaching in Vietnam, although strategies to address these issues may vary among individuals.
To enhance their knowledge of Chinese characters, we conducted a survey asking teachers of beginner Chinese character courses about the learning strategies they commonly employ The results of the survey provided valuable insights into the effective methods used for acquiring knowledge related to Chinese characters.
选项 选择人数 比例
注意每个汉字的笔画与笔顺 12 100%
掌握好汉字的构字法 6 50%
根据部首与偏旁对一些常用 的汉字进行归类
了解每个汉字的来源 4 33.3%
The survey results indicate that primary Chinese character teachers utilize various learning strategies to enhance their knowledge of Chinese characters Notably, 100% of teachers emphasize the importance of stroke order and structure in their teaching Additionally, 50% focus on mastering character formation methods, while 33.3% categorize commonly used characters based on radicals and components to understand their origins Only 8.3% of the surveyed teachers reported using alternative learning strategies To further investigate, a question was posed regarding the most common errors observed in students during character instruction, revealing significant insights into student misconceptions in learning Chinese characters.
选项 选择人数 比例
The survey results indicate that most teachers of introductory Chinese character courses have identified errors made by students during their learning process All surveyed teachers (100%) reported that stroke errors are the most common type of mistake, followed by component errors and whole character errors, both of which accounted for 66.7% of the total Notably, no other types of character errors were reported by the teachers This suggests that the teachers are attentive to the occurrence of character errors in their instruction, although the frequency of timely corrections varies among individuals.
In order to explore whether teachers of beginner Chinese character classes supplement their teaching with additional character practice beyond the textbook, we conducted a survey asking, "Do you often provide students with exercises outside of the teaching materials when teaching Chinese characters?" The results of the survey are as follows:
选项 选择人数 比例
教师是否经常补充教材之外的汉字练习 经常：
A survey of teachers in beginner Chinese character courses revealed that very few supplement their teaching materials with additional character exercises Only 8.3% of respondents frequently add extra practice, while another 8.3% never do so Meanwhile, 41.7% occasionally or rarely provide supplementary exercises Despite the substantial number of characters included in textbooks, each has its limitations Therefore, teachers should tailor additional character practice to meet the specific needs of their students, enhancing the effectiveness of Chinese character instruction.
In order to investigate whether teachers of beginner Chinese character instruction exhibit stroke order errors during their teaching, we asked educators to write ten specific Chinese characters following the correct stroke order The results of the survey are as follows:
秩序 汉字 偏误数量 比例
The survey results indicate a significant prevalence of stroke errors among teachers of introductory Chinese character courses The character "垂" had the highest error rate at 83.3%, followed by "凹" and "肃," both with a 75% error rate The characters "爽" and "率" had an error rate of 66.7%, while "凸," "乘," and "承" each had a rate of 58.3% The analysis reveals a concerning trend in stroke accuracy among educators.
“靠”字和“聚”字，其比例分别为 41.7%和 33.3%。这可能是导致学生汉字书写
偏误的重要原因之一。
2.1.3.2.针对学生的问卷调查
To assess the writing performance of first-grade Vietnamese students in Chinese, we conducted a survey regarding their scores in the writing exam for the first semester The findings are as follows:
选项 选择人数 比例
学生写作成绩
越南初级阶段汉字教学的实际考察
The primary objective of this study is to investigate the writing errors in Chinese characters among first-year Vietnamese students, focusing on the types of errors and their underlying causes The research targets first-year students from four universities, including the Foreign Language University of the National University, Haiphong University, Thai Nguyen University, and Red Star University, to analyze these errors and propose effective teaching strategies.
2.2.2 考察的内容与方法
The author collected a total of 269 misspelled characters through classroom observations, note-taking, and reviewing students' notebooks, exam papers, and practice books These errors were categorized into four main types: stroke errors, component errors, structural errors, and correct character errors.
2.2.3 考察的结果与分析
Based on the defined criteria for identifying and classifying errors in Chinese characters, the author conducted a comprehensive analysis of 100 examination papers, 50 notebooks, and 50 practice books, resulting in the identification and categorization of a total of 269 typographical errors.
There are eleven types of typographical errors categorized in Chinese characters The stroke error types include three subcategories: stroke addition and deletion errors, stroke shape errors, and stroke combination errors Component errors consist of three subcategories as well: component misalignment, component deformation, and component addition and deletion Structural errors are divided into two subcategories: confusion between top and bottom, and confusion between left and right Finally, character errors include three subcategories based on phonetic similarities: errors with identical sounds, similar sounds, and similar shapes This article presents a table summarizing the error types made by beginner-level Vietnamese students to facilitate comparison and analysis.
表一：初级阶段越南学生汉字偏误统计表
越南学生汉字偏误
After analyzing and statistically evaluating the errors made by beginner-level Vietnamese students in writing Chinese characters, several trends were identified The most common errors were related to stroke mistakes, totaling 138 occurrences, followed by component errors, which amounted to 80 instances.
笔画偏误 部件编误 结构偏误 整字偏误
笔画增 减偏误
部件 的变形
字形相 近的偏 误
整字（41）>结构（10）。笔画、部件、结构、整字个小类偏误类型数量的排 列顺序分别是：
Stroke errors can be categorized into three main types: excessive or insufficient strokes, incorrect stroke shapes, and improper stroke combinations Additionally, component errors can occur in the form of deformed components, missing or extra components, and misaligned components.
The article analyzes error types in Chinese character writing, highlighting that structural errors are primarily due to confusion between left-right and up-down arrangements It identifies that whole character errors are more frequent than those involving similar phonetics, with visual similarities being the most common A comparative analysis reveals that misuse errors constitute the highest percentage, followed by errors related to the reduction of components within characters, such as fewer strokes and parts The study references Sun Wenfang (2003), who posits that the formation of Chinese characters aligns with human cognitive structures, suggesting a connection between Gestalt psychology and the understanding of individual characters.
The formation of "Gestalt" in psychology is influenced by several principles, one of which is the principle of "similarity." This principle suggests that similar components in our cognitive structure are often perceived as a single unit In the context of erroneous usage, these components typically share certain characteristics, such as similar strokes or meanings This article will specifically analyze the types of errors encountered in the teaching of Chinese characters at the beginner level in Vietnam.
2.2.4 越南初级阶段汉字教学的偏误类型
Strokes are the lines drawn by the pen on paper when writing, serving as the smallest unit of Chinese character composition and the starting point for students learning to write When writing Chinese characters, it is essential to pay attention to the overall integrity and coordination of strokes and components, ensuring that the characters maintain a harmonious appearance with appropriate variations in shape Vietnamese students at the beginner level often struggle with the number and structure of strokes, leading to common errors in their writing These stroke errors can be categorized into several types.
（左边为正字，右边括号里为偏误字）
(1) 笔画增减偏误
In the analysis of stroke errors, the most common issue identified is the increase or decrease of strokes, with stroke reductions being more prevalent than stroke additions.
其一是笔画增添。如:前（ ）、有（ ）、毛（ ）等。
① 张和生《汉语可以这样教》商务印书馆 2006 年
其二是笔画减少。如：星（ ）、在（ ）、妈（ ）、很（ ）、
商（ ）、爸（ ）、多（ ）、鸡（ ）等等。
Chinese characters have a variety of strokes, and many similar ones, which often leads learners to confuse them As a result, during the writing process, they may add extra strokes or even create new strokes, forming non-existent characters The primary reasons for these errors are the learners' unfamiliarity with the characters being studied and a lack of attentiveness while writing.
In the analysis of stroke errors, shape-related errors rank second in frequency The majority of these errors are due to inaccuracies in stroke shape, followed by confusion between similar stroke shapes.
其一，笔形失准。如：我（ 、 、 ）、人（ 、 ）、在
（ 、 、 ）、语（ 、 ）、生（ ）、几（ ）等等。
其二为相 似笔 形混 淆。如： 衣（ ）、 四（ ）、香（ ）、 位
Vietnamese students may experience this type of error in their writing due to the influence of phonetic alphabet conventions, which can lead to confusion and incorrect writing when they struggle to differentiate between similar Chinese characters.
(3) 笔画组合联系偏误
Beginner students often make various errors in the writing of Chinese characters due to misunderstandings of stroke relationships, which can be categorized into three types: separated, connected, and intersecting strokes The combination of strokes plays a crucial role in distinguishing the similarities and differences between characters Vietnamese students at the beginner level frequently struggle with understanding these combinations, leading to confusion and mistakes in their writing For instance, they may incorrectly write intersecting strokes as separated or connected strokes as intersecting, resulting in significant writing errors.
水（ 、 ）、很（ ）、来（ ）、男（ ）、笔（ ）等等。
据统计 90%的汉字是合体字。合体字由部件构成，相似的部件很多。考
It has been observed that these errors frequently occur among students who have been learning Chinese for about a year, particularly among beginner-level Vietnamese learners.
① 黄伯荣 《现代汉语》 高等出版社 2007 年
偏误成因
初级阶段越南学生汉字认字偏误成因可归为一下几个方面:
One reason for the difficulty Vietnamese students face with Chinese characters is the inherent complexities of the characters themselves Common phenomena such as similar shapes, identical pronunciations, and multiple pronunciations for a single character make learning challenging For beginners who are already unfamiliar with Chinese characters, even the simpler ones can pose significant challenges Consequently, many students perceive Chinese characters as extremely difficult to recognize and write, leading to a reluctance to engage with them.
One significant reason for students' learning attitudes and methods in studying Chinese is their fear of difficulty, which leads to a lack of emphasis on learning Chinese characters Many students believe that as long as they can write a character that looks "somewhat similar," they do not need to pay attention to stroke order, components, or writing rules Consequently, they do not internalize these essential aspects, resulting in careless reading when faced with characters that are visually similar, phonetically identical, or have multiple pronunciations.
One reason students neglect learning Chinese characters is the lack of strict teaching methods by educators Some teachers do not prioritize character instruction during Chinese language lessons and fail to correct students' misreadings promptly For instance, when asking students to read a short passage, they may overlook the need to identify and rectify character recognition errors Additionally, certain teachers do not categorize and emphasize characters that are similar in shape, sound alike, or have multiple pronunciations, which could help students retain a stronger impression of these characters.
2.3.2 汉字书写偏误成因 2.3.2.1 笔画偏误成因
Vietnamese students in the beginner stage often encounter stroke errors due to several key reasons we have identified.
Chinese characters exhibit numerous similar strokes, with subtle differences that can easily lead to errors for beginner students if they are not attentive.
Ngoài ra, do tiếng Việt sử dụng hệ thống chữ viết dựa trên âm vị, nên học sinh Việt Nam thường gặp phải hiện tượng chuyển giao tiêu cực từ ngôn ngữ mẹ đẻ Cụ thể, họ thường viết các nét chữ Hán theo hình dạng nét chữ của tiếng mẹ đẻ, chẳng hạn như viết chữ "竹" thành "kk" và chữ "口" thành "o".
In the initial stages of learning, Vietnamese students often struggle with the quantity of Chinese character writing This challenge is exacerbated by a lack of careful observation of the differences in stroke order, which leads to frequent errors.
Many beginner Vietnamese students struggle with understanding the composition of Chinese characters, particularly the formation and transformation of strokes They often lack awareness of the importance of stroke coordination and combination, which leads to difficulties when writing complex characters As a result, making errors is common among these learners.
In the early stages of learning, Vietnamese students are significantly influenced by their teachers' handwriting These students often imitate the Chinese characters written by their instructors However, when teachers frequently use cursive writing, it can obscure the connections between strokes, leading to misunderstandings and errors in the students' writing.
2.3.2.2 部件偏误成因
Components are the fundamental building units of Chinese characters, positioned between strokes and complete characters They are typically larger than or equal to strokes, but smaller than or equal to complete characters While it is common for components to exceed strokes, instances where they equal or fall below strokes are exceptions In compound characters, components are smaller than the complete character, whereas in single characters, components are equivalent to the entire character Through our research of collected data, we identified several causes for this misunderstanding.
One common issue among students is their insufficient understanding of the components that make up Chinese characters When writing characters with multiple components, students often struggle due to a lack of knowledge about the specific parts that constitute the target character and how to properly write these components This often results in missing or incorrectly written components, such as writing "道" as "首," "欧" as "区," or "游" as " ".
One challenge faced by Vietnamese students when writing Chinese characters is the similarity between certain components, such as “辶” and “廴” or “丷” and “,” as well as “卜” and “忄.” This resemblance often leads to confusion, as students may overlook the subtle differences between these components during the writing process.
One significant issue is the inadequate teaching of components in Chinese characters While teachers provide detailed instruction on components during the first semester of the beginner level, this focus tends to diminish in the second semester Typically, after teaching strokes, educators move on to component instruction, primarily encouraging students to practice identifying the elements of Chinese characters However, the lack of a specialized Chinese character course results in insufficient classroom time for these exercises, leaving students to practice on their own at home.
Một trong những yếu tố ảnh hưởng đến việc chuyển giao tiêu cực từ ngôn ngữ mẹ đẻ là sự tương đồng hình thức giữa một số chữ cái trong tiếng Việt và các ký tự Hán Ví dụ, các chữ cái như “kk” và “𠶱”, “讠” và “i”, “了” và “3” có hình dáng tương tự Do thói quen sử dụng các chữ cái này trong tiếng mẹ đẻ, học sinh thường nhầm lẫn giữa cách viết của các chữ cái tiếng Việt và các ký tự Hán trong quá trình viết.
One interesting phenomenon observed in the study of character-related errors is that students exhibit sensitivity to certain characters, such as “讠,” “艹,” and “氵.” These characters carry specific meanings: for instance, “讠” relates to speech and language, “艹” pertains to plants, and “氵” is associated with water When writing Chinese characters, students often mistakenly incorporate these characters based on their meanings, resulting in incorrect or nonexistent characters.
2.3.2.3 结构偏误成因
张和生《汉语可以这样教》商务印书馆 2006 年
提高在越南初级阶段汉字教学质量的措施
对学生学习的措施
During the investigation, I observed the challenges and struggles faced by Vietnamese students in learning Chinese characters As time progresses, these difficulties continue to escalate Therefore, for Vietnamese students to master and write Chinese characters effectively, it is essential to have not only good teachers and teaching methods but also a strong commitment to effort from each student.
3.1.1 让学生明确学习目标
Setting specific goals is essential for achieving any endeavor, as activities without clear objectives will never lead to success Therefore, it is crucial for every student to have defined learning goals that ignite a strong motivation to learn While interest plays a significant role in learning, relying solely on it is insufficient for the long journey of mastering Chinese, particularly when it comes to learning characters Learners often face numerous challenges and setbacks; without a rational approach to these difficulties, they risk giving up prematurely and failing to meet their learning objectives Clear learning goals provide learners with the patience and perseverance needed to succeed By mastering the art of writing Chinese characters and engaging in this learning process, students will experience greater rewards and joy in their educational journey.
3.1.2 培养学生端正的学习态度
Success or failure hinges on "timing, location, and harmony," with "harmony" often playing a crucial role Therefore, each student must cultivate a positive learning attitude to avoid an indifferent approach to their studies It is essential not to underestimate easier subjects and to remain resilient in the face of challenges, avoiding feelings of defeat, evasion, or giving up A good student should be adept at managing their emotions, maintaining a positive mindset, and continuously building a solid foundation By finding joy in learning and sustaining this attitude, students can overcome their fears and transform the learning process into an enjoyable experience.
3.1.3 寻求有效的学习方法
During our research, we discovered that most students have yet to find effective Chinese character learning methods that suit their individual needs It is important to recognize that no single learning method is universally effective; different techniques yield varying results for different learners Therefore, while students can benefit from observing others' approaches, they should continuously seek out and develop personalized learning strategies that work best for them.
In the classroom, students should take an active role in learning to deepen their understanding of Chinese characters Beyond grasping the fundamental knowledge of these characters, it is essential for students to diligently practice writing them Mastery of Chinese characters can be achieved through consistent reading and writing practice.
To master Chinese characters, consistent practice is essential; students should dedicate time each day to writing them This routine will gradually increase their vocabulary and improve their Chinese proficiency Engaging with the origins and stories behind characters can enhance interest in learning Interaction among students is crucial, as it allows them to identify and correct common mistakes, reinforcing their understanding of characters Utilizing inductive reasoning by categorizing learned characters based on components, pronunciation, and meaning can strengthen memory retention Additionally, students should employ flexible memory strategies, such as writing difficult characters on sticky notes placed in visible areas, to reinforce their recall and ensure long-term mastery of the characters.
对教师授课的措施
3.2.1 明确教学思路与教学原则
In the initial stage of Chinese character teaching, a decomposition approach is primarily utilized, focusing on two key aspects: establishing a solid foundation in stroke order and mastering high-frequency components Experts suggest that component instruction is the most effective method in character education When learning components with similar overall forms, it is essential to use comparisons to help students clearly understand the differences in stroke shapes within those components.
In the initial stages of Chinese character teaching, teachers must maintain high standards and be sensitive to students' writing errors, focusing on the static results to help beginners develop good writing habits and avoid mistakes It's crucial for students to engage with Chinese characters early on, facilitating extensive recognition to enhance their short-term memory and gradually cultivate a sense of the characters Recognition and spelling are two key components of Chinese literacy that can mutually reinforce each other, making recognition the primary focus of teaching While emphasizing recognition, it's beneficial to explain the structural principles of characters to aid memory and alleviate learners' apprehension towards Chinese writing, thereby fostering their enthusiasm and confidence Most Vietnamese learners of Chinese are adults with strong comprehension and reasoning skills, often possessing a foundational proficiency in listening and speaking With solid recognition skills, they can develop a sense of characters, making it effective to systematically teach character formation and cultural connotations at this stage.
In the initial stages of learning Chinese characters, students often struggle with the shapes and components, indicating a lack of mastery over strokes and the ability to differentiate between similar-looking elements With the heavy knowledge load at this level, teachers typically focus more on pronunciation and recognition, neglecting the importance of writing By creatively linking the sounds and shapes of characters through activities like matching games or writing exercises, teachers can enhance students' understanding and interest in Chinese characters while alleviating their fears To address these fears, instruction should begin with mastering strokes and ensuring correct stroke order, which requires teachers to be attentive and patient Since stroke order mistakes can be static and not easily noticed, teachers must also engage in self-correction to model proper writing for their students.
Chinese character instruction should adhere to two key principles: first, it is essential to ignite students' interest in learning Chinese characters during the initial stages of instruction; second, it is crucial to consistently implement the component teaching method.
3.2.2 激发学生学习汉字的兴趣
① 徐子亮《外国学生汉字学习策略的认知心理分析》 世界汉语教学 1999 年
Students often struggle with learning Chinese characters due to their lack of understanding of the relationship between character forms and pronunciations, as well as the origins of their meanings This fear of difficulty can hinder their interest in the language Therefore, it is essential for teachers to inspire students' interest in learning Chinese characters from the outset, helping them overcome their apprehensions to ensure effective and smooth character instruction.
To stimulate students' interest in learning and overcome their fear of difficulty, two effective approaches can be employed The first approach involves introducing the origin of Chinese characters, helping students understand how these characters have evolved over time and the initial forms they took to convey meaning This exploration of character evolution also allows students to grasp the ideographic function of Chinese characters, particularly focusing on pictographs, ideographs, and phonetic components The second approach is to explain the relationships between character shapes, sounds, and meanings, enabling students to comprehend the connections between pronunciation and meaning This understanding alleviates their apprehension and provides additional cues for memorizing Chinese characters.
The origin of Chinese characters is rooted in six methods of character formation, with pictographs being the most direct in conveying meaning Introducing the origins of Chinese characters through pictographs makes it easier for students to grasp and understand A practical approach involves presenting students with oracle bone inscriptions of characters they have already learned and encouraging them to guess what these characters are While their guesses may often be incorrect, this exercise stimulates their imagination After revealing the correct characters, teachers can highlight the significant changes in character forms over time, particularly comparing oracle bone script with modern simplified characters This contrast often amazes students, sparking their curiosity and interest At this point, teachers should share the historical development of the characters, helping students comprehend how they have evolved to their current forms.
For example, writing the oracle bone script for "horse" on the blackboard allows students to guess the character, revealing significant differences between the two representations of "horse." This prompts the teacher to illustrate how the character has evolved from its pictographic origins to its current form Additionally, showcasing the evolution of Chinese characters helps students comprehend the ideographic function of compounds, enabling them to visually grasp how radicals combine to convey meaning Ideographic characters achieve their semantic function through the combination of radicals representing different meanings, making radical analysis a valuable tool for understanding these characters Analyzing the historical evolution of characters enhances this understanding, greatly aiding students in grasping the meanings of Chinese characters For instance, the character "好" is composed of "女" (woman) and "子" (child).
① 赵金铭主编《汉语可以这样教》商务印书馆 2006 年
The character's shape depicts a woman holding a child, symbolizing the joyous occasion of a new birth, which conveys a positive meaning This illustrates the expressive function of characters, allowing students to grasp their significance fully Additionally, many borrowed characters have meanings that have diverged from their original interpretations Introducing the historical evolution of Chinese characters can help students understand the origins and distinctions of these meanings, thereby enhancing their comprehension and memory For example, the character "来" originally represented wheat and is a pictogram, but it has been borrowed to signify "come." Such knowledge enriches the understanding of Chinese characters.
的趣 味性，让学生体会到汉字里面所包含的文化内涵。
As students increase their knowledge of Chinese characters, it is essential to introduce them to a broader range of characters beyond just pictographs and ideographs, including phonetic compounds Presenting the historical evolution of Chinese characters offers several benefits, enhancing students' understanding and appreciation of the language.
Students gradually come to understand the meanings of certain radicals Through the demonstration of phono-semantic compounds, they can gain a deeper insight into the semantic role of the form components For instance, the radical "又" often signifies the concept of "hand," a point that can only be effectively explained through the historical evolution of Chinese characters, allowing students to truly grasp its significance.
Understanding the origins of Chinese characters can diminish their mystique and reveal the cultural significance they hold, thereby sparking students' interest in learning By selecting a few suitable characters for students to guess during lessons, their curiosity about the composition and meaning of characters can be cultivated over time Once students grasp the meanings of commonly used radicals, comprehension becomes much easier This approach of demonstrating and explaining is far more effective than solely focusing on the meanings of radicals After some practice, when teachers ask, "Are Chinese characters difficult?" the typical response is often "not difficult," facilitating a smoother teaching process for Chinese characters.
Phonetic-ideographic characters are a key focus in Chinese character education By explaining the relationship between a character's shape and its pronunciation, as well as its meaning, we can deepen students' understanding, spark their interest in learning Chinese characters, enhance memory retention, and alleviate their anxiety towards the subject.
Phonetic characters in Chinese can help convey meaning and aid in memorizing Chinese characters Among the 3,500 commonly used Chinese characters, 2,522 are phonetic characters, with 167 semantic components, of which 83% effectively express meaning.
① 周瑞宣《汉字形义详解》广西美术出版社 2004 年
② 周瑞宣《汉字形义详解》广西美术出版社 2004 年
意的占79%，间接表意的占 4%，不能表意的占 17%。 ① 从这个数据可以看
The phonetic components of Chinese characters play a significant role in conveying meaning The relationship between the structure of phonetic characters and their meanings is strong, aiding students in understanding the connection between character forms and their meanings, which greatly enhances their ability to memorize Chinese characters.
汉字教学的一些技巧
Enhancing the enjoyment of learning can significantly boost learners' interest in studying In this article, we will explore three key aspects of teaching techniques for Chinese characters: effective methods for presenting characters, strategies for explaining their meanings, and practical classroom exercises to reinforce learning.
3.4.1 展示汉字的技巧
Introducing Chinese characters involves presenting their form, sound, and meaning to students, providing them with a foundational understanding of the characters they will learn I commonly utilize three main methods for showcasing Chinese characters The first method is board writing, where the teacher writes the target characters directly on the blackboard to introduce them When using this method, it's important to pay attention to the order of writing Characters can be arranged according to their appearance in the lesson, by phonetic similarity, or by their components.
The second method involves using flashcards to display Chinese characters, complete with their pronunciations The third method is to introduce new characters by connecting them to previously learned characters or components.
3.4.2 解释汉字的技巧
Chinese characters are ideographic and phonetic symbols, with a notable connection between their meanings and forms Therefore, we can analyze and explain the characters we aim to teach by examining their shape, sound, and meaning.
首先，分析字形。根据汉字字形对独体字进行解释。例如：“山”。山—
—像高高低低山峰形，表示“山”的意思。我们可根据汉字字形特点对合体 字
The character "休" combines the elements of "person" and "tree," symbolizing a person resting beside a tree This imagery effectively conveys the meaning of "rest" or "to take a break."
Secondly, analyzing phonetics is crucial, as many Chinese characters are phono-semantic compounds By examining the phonetic components of these characters, such as in "请" (qǐng), "清" (qīng), and "晴" (qíng), we can identify the connection between their sounds and meanings The component "青" serves as the phonetic indicator, while the other parts convey the characters' meanings.
In analyzing the meanings of Chinese characters, it is essential to consider their ideographic nature Certain characters, formed through associative or indicative elements, can be interpreted by examining the relationships among their components For instance, the character "信" combines "人" (person) and "言" (speech), which allows it to convey meanings related to correspondence, such as letters Additionally, it embodies concepts of trust and reliability, as it implies that a person's words should be credible, leading to meanings like "believe" and "credit."
3.4.3 练习汉字的技巧
By showcasing Chinese characters and providing explanations, students gain a deeper understanding of their meaning Subsequently, through targeted training, students are able to master these characters effectively.
第一是认读练习。主要通过出示生字卡片，让学生读出字音。
The second approach involves practicing radicals Select commonly used radicals and characters based on the students' proficiency and learning conditions, allowing them to combine these elements effectively.
The third method is error correction exercises By summarizing common mistakes students make with characters, they can take on the role of "little teachers" and correct their own errors, ultimately achieving mastery of Chinese characters.
Dictation exercises are a crucial component of Chinese character teaching This practice begins with auditory training, helping students associate sounds with the corresponding Chinese characters, ultimately leading to the correct writing of these characters.
During dictation exercises, teachers should pay attention to their speaking speed If the pace is too fast, students may struggle to keep up, which negatively impacts the effectiveness of the practice Conversely, speaking too slowly can make the exercise too easy, diminishing its training value Therefore, teachers should gradually adjust their speed from slow to fast, helping students progressively adapt to a normal dictation pace.
In summary, by focusing on the combination of sound, shape, and meaning in Chinese characters, we utilize relatable explanations that students can easily associate with to help them remember fundamental characters This approach enhances their interest in learning Chinese, alleviates their apprehension towards the complexities of the language, and improves the overall effectiveness of Chinese character instruction.
汉字教学设计
Before the official start of a new course, both teachers and students should engage in a pre-class communication activity Well-designed pre-class interactions can significantly enhance students' learning and critical thinking These thoughtfully crafted activities, though seemingly casual, are purposeful in preparing learners for their upcoming studies They help students enter an optimal mindset for acquiring new knowledge while also igniting their enthusiasm and interest for the subject For instance, prior to diving into the study of Chinese characters, students can gain a preliminary understanding of their history, laying a solid foundation for deeper exploration later on Teachers can utilize photos, videos, and real objects to illustrate the origins, evolution, and development of Chinese characters, making the learning experience more tangible Additionally, teachers can facilitate experience sharing sessions where students discuss their insights and methods for learning characters, either through direct instruction or by inviting advanced students to engage in discussions with beginners.
Student exchanges focused on learning Chinese characters provide valuable experiences and methods This approach aids beginners in enhancing their character learning abilities, allowing them to quickly discover suitable study techniques Additionally, it fosters mutual learning and communication among students These activities not only boost learners' self-study skills but also improve the overall effectiveness of Chinese character learning, thereby enhancing the quality of character education.
3.5.2 课堂教学设计
Chinese character strokes are the smallest units that form the structure of characters While there is no unified classification of these strokes in modern Chinese, it is essential to focus on the fundamental components that construct character shapes during teaching For Vietnamese students, learning Chinese strokes can initially seem complex, resembling a tangled mess, making it difficult to know where to start or how to write each stroke However, contemporary Chinese characters are structured and consist of a limited number of basic strokes and components Understanding these basic strokes is crucial for mastering Chinese writing.
汉字的基本笔画
丶 点 广 乛 横 钩 写
一 横 王 横 折 钩 月
丨 竖 巾 横折弯钩 九
丿 撇 白 横撇弯钩 那
捺 八 ㄋ 横折折折钩 奶
提 打 竖折折钩 与
ㄑ 撇 点 巡 竖 弯 四
し 竖 提 农 横 折 弯 沿
横折提 论 ┐ 横 折 口
弯 钩 承 ∟ 竖 折 山
亅 竖 钩 小 ㄥ 撇 折 云
乚 竖弯钩 屯 横 撇 水
斜 钩 浅 横折折撇 建
卧 钩 心 竖 折 撇 专
When teaching students the fundamental strokes of Chinese characters, educators must emphasize the rules of stroke order, such as that horizontal strokes (一) should never be written from right to left, vertical strokes (丨) should not go from bottom to top, and left-falling strokes (丿) should not be drawn from the bottom left to the top right Mastering these basic strokes and adhering to standardized writing practices is essential for recognizing character shapes and serves as the crucial first step in writing Chinese characters effectively Once teachers guide students in understanding these fundamental strokes, learners often find that Chinese characters are not as difficult to learn as they initially perceived.
Teaching Chinese character components is essential as they serve as the building blocks of modern Chinese characters These components are larger than or equal to strokes but smaller than or equal to whole characters, playing a crucial role in the formation of Chinese characters They provide the foundational basis for segmenting characters and are central to their structure Effective instruction in compound characters requires accurate segmentation of these components, simplifying the complexity of Chinese characters.
The principles of component teaching emphasize that the divided components should ideally maintain a connection with the whole character in terms of phonetics, semantics, or shape For instance, the character "病" can be effectively segmented into "疒" and "丙," where "疒" conveys meaning and "丙" represents sound In contrast, while the character "湖" consists of four components from a linguistic perspective, "十," "口," "月," and "湖" lack phonetic and semantic relationships Therefore, "湖" is appropriately divided into "氵" and "胡," with "氵" indicating meaning and "胡" denoting sound.
部件教学的方法：
When teaching Chinese characters to students, it is essential to first introduce them to the basic components, including both character-forming and non-character-forming elements These components should be taught in a progression from commonly used to less common, and from simple to complex For instance, learning components like "亻" and "尔," followed by "女" and "子," before moving on to characters such as "你" and "好," can significantly ease the learning process This approach helps prevent Vietnamese students, who are new to Chinese characters, from perceiving them merely as "drawings," making the writing of characters feel less like "drawing" and more like a structured skill.
Chinese characters are arranged in three positional orientations: top, bottom, and left-right Consequently, components of Chinese characters can appear in these positions For example, the character "口" can be found at the top in "呆," at the bottom in "杏," to the left in "唱," to the right in "和," outside in "国," and inside in various characters.
“回”，等等，这类比较活跃的组字部件，在部件教学时应该特别提出注意。
（3） 汉字整字（基本字）教学
所谓基本字就是最常用而构词能力最强的字。例如：“放“、 “房”、
In the Chinese language, characters such as “防,” “芳,” and “仿” share a common component, the basic character “方.” Similarly, in characters like “湖,” “蝴,” “葫,” and “糊,” the basic character is “胡.” This illustrates that basic characters can be both single and compound characters When teaching basic characters, it is essential to focus on several key aspects to enhance understanding and retention.
The teaching of fundamental characters can be divided into three stages based on high-frequency words: 300, 500, and 1000 Each level includes a review of previously learned content, and there are testing standards along with self-assessment materials for students to facilitate independent learning This focused teaching method aims for "rapid efficiency," reflecting the unique relationship between Chinese characters and the language, grounded in the scientific basis of word frequency.
In teaching basic characters to beginner Vietnamese students, it's effective to start with simple characters before introducing compound characters, utilizing the phonetic and semantic rules of compound characters Additionally, to enhance the learning of basic characters, it is essential to implement supportive measures in both curriculum development and teaching methods Crafting short, engaging, and catchy rhymes using basic characters, along with pinyin annotations, allows students to read and sing along Furthermore, creating lively short texts for students to practice word recognition through character analysis will greatly aid their learning process.
3.5.3 课后教学设计
In the initial stages of teaching Chinese characters, it is essential to emphasize classroom instruction, as it is a crucial avenue for student learning However, relying solely on classroom teaching is insufficient Therefore, in addition to in-class instruction, it is important to design after-class teaching strategies Various methods can be employed for after-class teaching to enhance students' understanding and retention of Chinese characters.
Teachers can facilitate the formation of interest groups focused on Chinese characters, allowing students to engage more deeply with the language These groups provide opportunities for students to share their learning experiences and methods related to Chinese characters Additionally, these interest groups can evolve into more organized Chinese character clubs, fostering a collaborative learning environment.
With the rapid advancement of modern information and internet technologies, students can easily access a wealth of interesting knowledge about Chinese characters online They can also utilize multimedia input methods and Chinese language software to communicate with friends in China This approach not only enhances students' reading skills but also improves their overall proficiency in the Chinese language, offering multiple benefits in the learning process.
In this chapter, based on the analysis of the actual survey results regarding the teaching of Chinese characters to beginner Vietnamese students, we propose recommendations to enhance the quality of Chinese character education These suggestions focus on three key areas: teaching methods for educators, learning strategies for students, and the design of teaching materials.